T. asks the pp to read the text again and answer the question (act 4 / 33)

Stage three: write it out:

T. asks pp to do activity 1 / 34

N 1 2 3 4 5 6 7L A B D C F E G

- To be done by PP then to be corrected on BB

- Home work:Task 2 / 34 PPs listen and followPP work in pairsPP work in pairs- PP do the task then correct on BBTeacher: Level: 4 A.M.File: 02 Lesson: 01Function: : Expressing ability Leg. Form: can , could , to be able N. Lexis: vocabulary related to sports V. Aids: Book, Pictures, C.B and Gestures. Objective: To enable the Pps to express ability and possibility

Procedure Pupils’ taskWarming up:

Pre- listening:

T mentions some pictures and asks the pupils to name each gesture in the picture ( pictures p 43 )

Stage one:

Listening:

Step1:

T asks Pps about what they can / can' t do from these gestures. E.g.: Can you swim ?

Step 2 : Practice

Practicing pronunciation of can / can' t ( strong and weak forms ). ( exercise 1 p 43 . ) We can deal with the same examples seen before in ( warming up).

Stage two:

After listening.

T gives the structure about the use of can / can' t / could / to be able to ( present , past , future ) page 179.

T practices the use of can / could / be able to ( present , past , future ) through situations 1, 2, 3 p 45

Stage two: Produce

Write it up - a group work

T asks the pupils to split into groups and explains what are they going to do with exercise p 45 ( a guided correction ) T should focus on the time markers ( now, last) (to be written with different colors )

Stage three :

T modifies the previous exercise and gives the pupils a similar one with different verbs.

Note:

T tells the pupils to avoid using stem or auxiliary . They correct on the board .

T asks : Where are the pupils now ? Who is absent ? Why is he/ she absent?

Stage one:

Before you read.

- Ahmed is absent , may be he is sick. - T holds a tiny object in his hand ( a sweet, ..) and asks : What is there in my hand ?

Stage two:

As you read.

T writes this question on the board : - What do children suffer from ? T reads the report loudly , then asks the pupils to find the answer. T asks the pupils to open their books on p 47. and answer these questions: 1- Is the preparation for a test important ? 2- How do pupils revise their lessons ?

Stage three:

After reading.

T asks the pupils find out the sentences containing may , might , can , could and copy them on their copybooks.

T explains what to do Then , T asks the Pps to correct the ex on the board.

Stage three:

Write it out.

T asks the Pps to use the information on p 49 To write a note in their copybooks listing the things that are possible / likely to happen at the end of the school year using may, may not, might or might not. T checks the Pps while doing the task . T asks the Pps to correct on the board.

Procedure Pupils’ taskStage one: Warm-upT. shows some pictures of animals to the Pps. & asks:• What is this? …

Stage two: T. sets these examples on the BB1. Lions live for 25 years. They may live more.2. giraffes live for 20 years. They may live up to 30.3. Camels live for 25 years. They might live long time before.

Stage Three: T. pins a cardboard within a table containing information.Animal Average age Maximum age - Cow- Elephant- Horse- Fennec - 14- 40- 20- 12 - 20- 100- 27- 15T. asks the Pps. to say how long each animal may live (orally).T. sets a new task- Tigers are ……….. They ………. In India. They ……….. live up to 22 years. They ……… exist in Algeria, to.T. checks the Pps. attempts asking then to correct on the BB.

Stage four:

T. asks the Pps.. to read the text then write it down- Correction on the BB

T. asks the Pps. To open their books on p: 54 & asks them to fill in the gaps.T. tries to help the Pps..T. asks the Pps. to listen to the dialogue & correct the mistaken answers.T. asks about the answers orally & corrects them.

Stage Two:

T. introduces the new structure T. proposes a situation to show agreement & disagreement (singing , playing …)E.g.: I can swim. (positive statement)I can't swim. (negative statement)T. asks the Pps. to give examples using ( can / can't ).T. introduces the new items (neither / so).E.g.: I can play handball  so can I. I can't play handball  neither can I.T. gives the final structure (the rule)

Stage three:

T. asks the Pps.. to give their own examples.T. corrects the mistakes.

T. shows a magazine & asks the Pps.: What's this?T. : What's the name of this magazine?

Stage Two: T. asks the Pps. to open their books on p: 57 & look at the picture. It's a part of magazine. Try to read it.T asks these questions:• What's of the magazine?• What' the title of this issue of the magazine?• Which topics does this issue of the magazine deal with?• What does the illustration on the cover page represent?• What do you think the most important article in the magazine will be about?

Stage three:

T. asks the Pps. read the newspaper article on p: 57 then to do Activity 03 p: 58.

Stage four:

T. asks the Pps.. to write an article to say what the NASA will / may might / well be able to do with robots in the future (ideas are given on p: 59T. Chooses the best article to copy it down on their copy-books

Step1: T. introduces the new words in a text.Step2: T writes an activity on BB & asks the Pps. To join the two halves of a sentence.• Feel ill - be admitted to 1 A.S. • It rains - I go to the doctor.• I pass my privet exam - I take my umbrella.

Step3: Doing the Activity & showing "If clause type I".

Stage Three: Practice

Step1: T. introduces the situation then reads the two passage on p:70/71 ( book open ) Step2: T. asks the Pps. To read them & complete the given chart.Step3: Correct & getting the rule "If type I"

Stage four: Produce:

Step1: T. asks the Pps. To complete the second part of the given sentences.E.g. If it rains, I …………………………….……………………, if I work hard. Step2: T. asks the Pps. To give their own examples using the same model.

T. involves the Pps. In the topic by setting a situation.T. acts the dialogue.T. asks: Where is X?Pps. : He is coming.T. : He is late again – terrible (using gestures)

Stage Three: Practice

T. repeat the above dialogue by changing the expressions used (my god he's always late, he did it again... ect)T. explains satisfaction by giving a new situation.Eg: T. shows his satisfaction about their project.

T. shows a picture of Rabah Majer and asks these questions • Who is he ?• What is he ?• What was he in the past ?• He used to play football . T. shows a picture of Bill Gates . T. What did he use to do ?

Write it up p : 94 Modified When I was young, I ___________ to go to school on foot. After school, I __________ to revise my lessons …etc .

• Correction on C. B

- He is Rabah Majer.- He is a trainer in Qatar.- He was a football player.Pupils repeat.

Pupils answer.

- Mami is a singer. He used to be unemployed.- Whoppi Goldberg is an actress. She used to be a teacher.- Aït Men Gelett is a singer. He used to be a journalist.- My father is a merchant. He used to be a doctor .

Correction of the activity or revision of the previous lesson.E.g. Majer / trainer / player

Stage two : Pre-listening

T. shows a picture of Whoppi Goldberg. T. Today, we are going to speak about Whoppi Goldberg. T. asks the pupils to listen to the text and answer the questions. Text p : 171. Scripts 1T. Can modify the dialogue.1. What is Whoppi Goldberg ?2. What did she use to do ?3. Where did she use to teach ?

Stage Three : After listening

Page : 93

Pupils make sentences about "used to"( Majer is a trainer. He is used to be a player.

T. presents the relative pronouns Which / That / Who through examples using pictures.1- a) They wore clothes. b) The clothes are made of animals skins .* They wore clothes which / that are made of animals skins.2- a) People used to live in the Sahara. b) These people were cave people.* People who / that used to live in the Sahara were cave people.

T-asks:- What do you want to be in the future? - How can you be a doctor?

Stage two: Listen & Consider:

1) T reads the summary of the dialogue (p137)2) T asks some questions.T: How old do you think Bachir is?T: What kind of school does he go to ? T: What does he hope to become?T: What's his dreaming?

T gives instructions:*If Bachir became rich, he would buy a boat for his father.* If he became rich, he would visit many parts of the world.Stage Three: WRITE IT UP1) It wasn't raining/ go on a picnic.2) Karima is sick/ not to come to the party.3) Man /have/wings/he/ fly/ to the moon.

Stage four: Write it out:T: asks pps to give examples using(if)Stage five: Produce:1) T selects the best examples and writes them on the BB.

-Doctor – pilot-…….

-P1- I work hard and be a good pupil.

Listen Answer: - He is 15 ..16- Middle- He wants to be a naval engineer.- He's dreaming of being rich and visiting different parts of the world.

Listen and repeat.

-If it wasn't raining ,we would go on a picnic.-If karima was sick ,she would not come to the party.- If man had wings, he would fly to the moon

T: asks Q about the previous lesson.T: writes on the BB: If I become rich, I would buy a fishing boat for my father.

Stage two: Presentation:

1-T asks pp: Which tense is the verb? -Does it refer to the past, present or future? -Is Bachir poor or rich? Do you think he will really become rich? - What does the clause express? 2-T- asks: - What does clause 2 express? - Is it a dream or reality?

Stage three: Practice: Activity : 1 P 121

Stage four: Produce: Complete the following dialogue:A: Would you introduce yourself to the audience, please? B: My name is…… I'm ….. I live in …… . My father ……… my mother is ………… . A: If you owned the prizes what ……. you do? B: If I …….. the prize, I would ………… .

PPS read the sentence.

Past simple.It refers to the future.

He is poor. I don't think he will become rich.It expresses( condition)

T-asks the pupils : How old are you? Do you study at the university ( secondary school ) What do you hope to be in the future?Stage two: Presentation:

Step1: Before you listen: T- shows the picture of Bachir (p119) and asks the QQ which are written in the page. e.g. :How old do you think Bachir is?Step 2 : As you listen: T- reads (script one) on page 173 to check the pps` answers.

Stage three: Practice (feed back):

T- reads script one(dialogue) p173 and asks the pps to do activity 3 p120. Then, T asks them to copy the answer down.

T- presents might through different examples taking into consideration its different uses . -Don't go out now .You might have a cold. (warning) -You might have tea or coffee?(option )

Stage two: Presentation: T-introduces act 2 p124 and asks the pps to do it .

T- Corrects the act with the pps

Stage three: Warming up 2:

T-presents different examples using : be + going to ,the present continuous and might.Eg= 1- My mother has bought some flower, she is going to make some cakes. 2- I have an appointment. I am meeting my friend this afternoon. 3- It's cloudy. It might rain.

Stage four : Presentation : T-introduces act 1p124 and asks the PP to do it . Correction of the act.

Procedure Pupils’ taskStage one: WARM UPWhere did you go last summer holidays?What did you do there?

Stage two: BEFORE YOU LISTENPair work 01 P 143 (ask and answer) questions

Stage three: BEFORE YOU LISTENT sets the taskT reads the script 01 P 175What happened to Kerrie when she was swimming?When Kerrie was swimming, the shark appeared in the water

Stage four: AFTER LISTENINGMatching pairs using: when – while – as

Cathy was playing with a balloon The life guard arrive on the sceneMother was lying on the ground She fell in a pothole in the sandMother was running towards Kerrie Bill was digging holes in the sand and building castles

Procedure Pupils’ taskStage one: WARM UPT sticks a picture on the BB and asks:What is this?What can you see on it?

Stage two: BEFORE YOU READ1-T gives examples (simple ones) out the pictureT a pedestrian was standing on the road at 9:30, yesterday

Children were making a snowman

T asks PPS to repeat

2-T gives cues and asks PPS to form statementsThe cues are mentioned on P146 (1)

3-T asks PPS to do task (2) on page 146 (02 min)

Stage three: AS YOU READ1-T reads the given passage on p147 after giving two general questions (on act 2 p 146)T asks for the answer (book shut)2-T sets the task (2) on page 147T asks PPS to read silently and do the task

Stage three: PRACTICE1-T asks PPS to open their books on page 148 and asks PPS to do the activity orallyT asks for correction2-T explains the task (2) on 148 and asks PPS to do it in pairs. (written)T checks the PPS work

Procedure Pupils’ taskStage one: WARM UPT reminds pupils of the meaning and the use of the following words: tell – speak – talk – say

Stage two: PRESENTATIONT asks pupils to open their books on p 149T reads the concerned activity and explains the most difficult wordsT asks pupils to fill in the gaps with the suitable verbs taking into consideration the suitable tense

stage four: TAKE A BREAKIdioms1 replace2 make someone angry3 have a serious problem4 give someone permissiont always checks pupils pronunciation and spelling PPS try to distinguish between the different words

Stage three: CONFIRMATIONT gives other situations and asks his PPS to choose the best oneseg: your friend had an accidentWhat do you say?1- Why were you driving fast?2- Sorry to hear that you are seriously injured T ordersPPS answer